no. 2 3 peace education for school leadership: a case study of

No. 23EIU Best Practices Series

Peace Education for School Leadership:A Case Study of PEACeXCELS

in the Philippines

EIU Best Practices 2011A Case from the Philippines

Foreword

Faithful to its mandate, the Asia-Pacific Centre of Education for

International Understanding (APCEIU) under the auspices of UNESCO

has served as a regional centre to promote Education for International

Understanding (EIU) towards a Culture of Peace in Asia and the Pacific

region since its establishment in 2000.

As educators are faced with great challenges in the fast-shifting world of

globalization, APCEIU is well aware of how collective efforts can form a

greater force towards a Culture of Peace by learning from one another and

from the past. On this account, APCEIU has been publishing the EIU Best

Practices in order to provide a platform to share diverse experiences and

perspectives among various professionals in the field of education.

The EIU Best Practices aims to promote a Culture of Peace by supporting

local initiatives in 47 UNESCO Member States in the region and

encouraging innovative EIU practices in different local contexts. The EIU

Best Practices Programme advocates the idea of “Learning to Live Together”

(LTLT), which encourages participatory learning and critical thinking to

develop mutual understanding towards the relationship between selves and

others. Thanks to continuous support from the National Commissions

for UNESCO in the Asia-Pacific region as well as numerous efforts of

EIU practitioners, APCEIU has published and disseminated a number of

monographs of distinctive cases over the past five years. This year, five new

cases are introduced with series number 22 to 26.

ⅰAPCEIU

APCEIU has been committed to the promotion of a Culture of Peace

since its inception, in line with one of the pillars of education “Learning

to Live Together.” A Culture of Peace has been a key principle at the core

of UNESCO’s ethical mission. It involves a set of values, attitudes and

behaviours that can be taught, developed and improved upon to enhance

mutual understanding and conflict resolution. Attaining a Culture of Peace

requires transformation of institutional practices, as well as individual

values and behaviours in which education plays a crucial role in the process.

As a major educational tool aimed at promoting a Culture of Peace, EIU

addresses issues related to cultural diversity, globalization and social justice,

human rights, peace and sustainable development. It focuses on increasing

the capacity of learners to deal with issues of everyday life, to resolve

community conflict and to enjoy human, political and civil rights to a

greater extent.

APCEIU launched EIU Best Case Studies in 2006 in cooperation with the

UNESCO Member States in the region to encourage educators, scholars

and activists to implement and share local initiatives on EIU. It is an

outreach programme that invites them to share their efforts in promoting

education for a Culture of Peace in different social and cultural contexts.

Now renamed as EIU Best Practices in order to further encourage the

participation of practitioners in the field, the programme seeks to promote

and collect innovative practices based on optimal classroom conditions

and activities, school climate, community and social atmosphere, and

EIU Best Practices is…Issue No. 23 introduces a case study from PEACeXCELS, a flexible

learning short course that aims to capacitate school heads in the important

role in promoting and exercising a culture of peace and respect for cultural

diversity. The cases presented in this series highlight how EIU can empower

school leadership, even to the schools under conflict-stricken areas, or

schools with culturally diverse students. This awarded practice has specified

the relevance of EIU and school leadership in this global era.

May the cases in this year’s publication continue to spread inspiration

to construct further openness, equality and diversity in the Asia-Pacific

region and beyond. I also expect that through this endeavor, various EIU

Best Practices can be shared among educators, scholars, policy makers and

activists who are committed to promoting a Culture of Peace in the region.

December 2011

LEE Seunghwan

Director

EIU Best Practices 2011 No.23

Peace Education for School Leadership:A Case Study of PEACeXCELS in the Philippines

ⅱAPCEIU

ⅲAPCEIU

disseminate them throughout the region.

The programme is conducted through the following steps: 1) Call for

Applications: APCEIU sends announcement letters along with application

forms and guidelines to the 47 National Commissions for UNESCO,

UNESCO field offices, major National Institutes of Education in the region

and APCEIU’s MOU partners in the region; 2) Screening and Selection:

Submitted applications are reviewed by the Screening Committee,

composed of experts, who then select the best practices; 3) Field Visit:

APCEIU staff undertake field visits to the programme sites of the selected

cases to confer the EIU Best Practices awards, conduct field observation and

interviews, and provide the selected applicants with the guidelines for the

final report; 4) Submission of the Final Reports: Selected applicants submit

the final reports to APCEIU based on the guidelines; and 5) Publication

and Dissemination: Final reports are published as a monograph series and

disseminated throughout Asia and the Pacific region.

Given the favorable and enthusiastic responses from the region, and

support from the National Commissions for UNESCO, APCEIU wishes

to expand the positive momentum built thus far and further its efforts for

the coming years.

APCEIU encourages educators, scholars and activists from the Asia-Pacific

region to apply and share their experiences and perspectives. The Centre

expects that through the EIU Best Practices, diverse practices of EIU will be

widely shared throughout the entire region and beyond, thus contributing

towards achieving a Culture of Peace.

Dr. Ethel Agnes Pascua-Valenzuela is the

research team leader of this case study and is

currently Senior Specialist/ Head of the Research

Studies Unit at SEAMEO INNOTECH. She

has written and published books on several

educational topics. She is a board member

of the Philippine Educational Measurement

and Evaluation Association (PMEA) and the

Educational Leadership Learning Theories in Asia (ELLTA) and a reviewer

of the Korean Educational Development Institute (KEDI) Educational

Policy Journal. Dr. Valenzuela holds a Doctor of Education with

specialization in Educational Management at the De La Salle University,

an MA degree in Education with specialization in Science Education and a

Bachelor degree in Secondary Education.

Ms. Elaissa Marina Mendoza is currently

a Senior Associate of the Research Studies Unit

at SEAMEO INNOTECH. She has conducted

researches on educational policy, Filipino

psychology, gender, prejudice and violence.

She once taught psychology at the University

of the Philippines in Diliman, and is a lifetime

member of the National Association for Filipino

Reported by EIU Best Practices 2011 No.23


ⅳAPCEIU

ⅴAPCEIU

Support and Guidance from SEAMEO INNOTECH

Dr. Ramon C. Bacani, Director

Mr. Philip J. Purnell, Manager of Programs Office

Mr. Pierangelo B. Alejo, Head of the Flexible Learning Solutions Unit

Contributors to the Case Study

Mrs. Jona B. Preagido, Principal of Kalinaw-Kalilintad Integrated Peace

School (KKIPS) in Kapatagan, Lanao del Norte

Mrs. Merlinda B. Temario, Former Principal of Kiburiao Elementary

School in Kiburiao, Quezon II, Bukidnon

Dr. Ingrid Racoma, Schools Division Superintendent of the Department of

Education Division of Bukidnon

Dr. Maria Luisa B. Mutia, Schools Division Superintendent of the

Department of Education Division of Lanao del Norte

Mayor Gregorio Llorengue of the Municipality of Quezon II, Bukidnon

Mayor Benjie Y. Baguio of the Municipality of Kapatagan, Lanao del Norte

Barangay Officials of Kiburiao, Quezon II, Bukidnon

Mr. Nilo Dumapias, District Supervisor of Quezon II, Bukidnon

School officials and teachers of Kiburiao Elementary School

Mrs. Mary Arlene Carbonera, Public School Division Supervisor, Lanao del

Norte

Ms. Rasmila M. Cosain, Designated Guidance Counselor, Kalinaw-

Contributors Psychology. She holds a master’s degree in Global Development and Social

Justice from St. John’s University (Queens, New York).

Ms. Cristina Villanueva-Moreno is a

Senior Associate of the Research Studies Unit

at SEAMEO INNOTECH. She manages

evaluation activities with other units of the

Center and prepares technical evaluation reports.

She holds a Bachelors Degree in Statistics from

the University of the Philippines, Diliman

System, and a Master of Arts in Educational

Management from the New Era University. She finished 36 units leading

to a Master’s Degree in Statistics at the University of the Philippines in

Diliman, and is currently enrolled in the Doctor of Education programme

of New Era University.



ⅵAPCEIU

ⅶAPCEIU

Kalilintad Integrated Peace School (KKIPS)

Ms. Lourdes Reyes, President of Parents-Teachers, Community Association,

Kalinaw-Kalilintad Integrated Peace School (KKIPS)

1st Lieutenant Francis Damian, Commanding Officer of ‘C’ Company,

35th Infantry Battalion, and Philippine Army assigned in Kapatagan,

Lanao del Norte

Teachers and staff of Kalinaw-Kalilintad Integrated Peace School (KKIPS)

Acknowledgement

PEAXeXCELS is initiated by SEAMEO INNOTECH. It is a flexible learning short course that aims to capacitate school heads in the important role they play in promoting and exercising a culture of peace and respect for cultural diversity. The course is a timely package for those with school leadership and management roles who wish to enhance their competencies or capabilities in leading school situated in conflict-stricken areas, or schools with culturally diverse student populations.

This research was made possible with the assistance of the Asia-Pacific Center of Education for International Understanding (APCEIU) and the SEAMEO INNOTECH Learntech Fund.

The team would like to express appreciation to the resource persons who have rendered time and effort in the completion of this case study of PEACExCELS programme in the Philippines. The list of contributors is listed in the previous section.

Grateful thanks are also due to Mr. Philip J. Purnell, Manager of Programs Office, for reading and commenting on the drafts of this report and to Mr. Piereangelo B. Alejo for his valuable inputs in the text of this report.

Lastly, we would like to thank SEAMEO INNOTECH Center Director Dr. Ramon C. Bacani for wholeheartedly supporting the research team in carrying out the project.

November 2011Research Team

SEAMEO INNOTECH



ⅷAPCEIU

ⅸAPCEIU



Foreword /ⅰ EIU Best Practices is / ⅲ Reported by / ⅴ Contributors / ⅶ Acknowledgement / ⅸ

1. PEACeXCELS: The Beginning / 11.1 Background / 11.2 The Medium: PEACeXCELS Modules / 41.3 PEACeXCELS Trial Run / 5

2. PEACeXCELS Evaluation Framework / 62.1 Population / 8

3. Key Findings / 93.1 The Effectiveness of the PEACeXCELS Course / 9

4. Case Study of Selected Learners’ Implementation of PEACeXCELS Lessons / 104.1 Kiburiao Elementary School Peace Advocacy / 10 4.1.1 Community and School Profile / 10 4.1.2 Peace-related Programmes and Activities / 18 4.2 The Kalinaw-Kalilintad Integrated Peace School (KKIPS): A Case

Study / 21

4.2.1 The Context / 21 4.2.2 The Principal and the PEACeXCELS Programme / 23 4.2.3 Impacts of the Programme / 25 4.2.4 Challenges Faced / 28

5. Summary and Recommendations / 295.1 Summary / 295.2 Recommendations / 31 5.2.1 On the PEACeXCELS Course / 31 5.2.2 On PEACeXCELS Implementation / 31 5.2.3 From the Local Government Units (LGUs) / 31 5.2.4 From the Teachers / 32 5.2.5 From the Principals / 32

Appendix / 33 Field Visit / 35

Table of Contents

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1. PEACeXCELS: The Beginning

1.1 Background

The Southeast Asian Ministers of Education Organization Regional Center

for Educational Innovation and Technology (SEAMEO INNOTECH) is

an organization engaged in providing educational solutions for Southeast

Asia. In pursuit of its strategic priority goals, the Center implemented

the Learning and Technology Excellence in School Leadership for

Southeast Asia (LEARNTECH eXCELS) programme as part of the

initiative to strengthen the capacity of SEAMEO INNOTECH to deliver

enhanced service delivery in the Southeast Asian region. The programme

was developed and implemented as an international (Southeast Asian

region) modular learner-centered flexible learning system incorporating

multiple delivery modalities (print-based, CD-based, online/web-based).

SEAMEO INNOTECH developed prototype flexible learning materials

and established links with partner institutions in the Philippines and

throughout the region to support the development and delivery of the

flexible learning programmes and facilitate articulation agreements for

granting of academic credit.

One of the initial activities conducted as part of LEARNTECH eXCELS

was the development of a Competency Framework for Southeast Asian

School Heads in June 2003. The Competency Framework was developed

through a five-day modified DACUM (Developing a Curriculum)

Workshop participated in by selected specialists and practitioners of school-

based educational management and leadership. The output DACUM


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matrix of 12 general competency areas and 106 enabling sub-competencies

was reviewed and validated using a modified Delphi process by educational

management and leadership experts from the Ministries of Education of

the ten-member states of SEAMEO. The validated competency matrix

has since then been used as the main reference or curriculum grid to pilot

flexible learning courseware for primary and secondary school principals

and administrators.

Beginning in 2006, the eXCELS education e-learning solution (eSolution)

gave birth to a series of short courses such as the IceXCELS or Instructional

and Curricular Excellence in School Leadership for Southeast Asia,

TEACHeXCELS or Teaching-Learning Excellence in School Leadership

for Southeast Asia, SUPEReXCELS or Supervision Excellence in

School Leadership for Southeast Asia, TECHeXCELS or Technology

and Innovation Excellence in School Leadership for Southeast Asia,

CHANGeXCELS or Change Leadership and Management Excellence

in School Leadership for Southeast Asia, and PEACeXCELS or Peace

Education Excellence in School Leadership for Southeast Asia, which were

all rolled out as robust multimodal, competency-based education leadership

courseware for Southeast Asian school principals.

The eXCELS suite of e-learning courses uses the iFLEX Learning

Management System which is a flexible learning delivery system where

majority of the interaction between tutor and learner, and among learners

take place online. The system allows SEAMEO INNOTECH flexible

learners and tutors to interact extensively even at their own pace, place and

time.

At the 48th SEAMEO INNOTECH Governing Board meeting held in

September 2005, the critical role that schools play in promoting a culture

of peace and respect for cultural diversity was highlighted. Operationalizing

this role is expected to be spearheaded by school heads in accordance with

their instructional leadership responsibilities in overseeing student learning

and teacher professional development in the school. Thus, it was decided

that competencies related to promoting peace should be included in the

Competency Framework for Southeast Asian School Heads. In order to

identify these competencies, a DACUM workshop was conducted.

A modified DACUM Workshop was conducted on 24 August 2006 with

participants of the two-week (23 August to 5 September 2006) SEAMEO

INNOTECH course for Southeast Asian school heads titled Enhancing

Personal Effectiveness for Achieving Better Results sponsored by the SEAMEO

Educational Development Fund. The DACUM Workshop resulted in

the development of an additional strand (Strand M) in the Competency

Framework for Southeast Asian School Heads. This strand is on promoting

and exercising a culture of peace and respect for cultural diversity. The

strand underwent a rigorous process of validation using a modified Delphi

process with the help of education experts from the Ministries of Education

of the 11 SEAMEO member countries.

In the finalized competency framework, Strand M consists of a general

competency area and enabling sub-competencies that describe what school

heads are expected to do and improve on to make them more successful

in performing their role as champions of peace and cultural diversity in

school.

During the 51st SEAMEO INNOTECH Governing Board Meeting (GBM)

held from 23 to 25 September 2008 in Manila, the Programs Office sought

approval for a set of interrelated project initiatives known as LEARNTECH

II: SEAMEO INNOTECH Regional Education Program or SIREP, to be

supported by the Endowment Fund for the next four years under Phase II

of the LEARNTECH Initiative. One of the SIREP Projects approved by

the 51st GBM was PEACeXCELS (Peace Education Excellence in School

Leadership for Southeast Asia) for emerging Southeast Asian principals. The

aforementioned programme focused on the development and pilot-testing

of a regional flexible learning short course on promoting and exercising a

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culture of peace and respect for cultural diversity, based on the developed

and validated competency framework.

PEACeXCELS was seen as an important contribution to build the

competencies of Southeast Asian school principals in support for Education

for International Understanding (EIU) as a key strategic goal of the Center.

The project is also of particular relevance for school heads in conflict-

affected areas and communities with multiple ethnic groups such as parts of

the southern Philippines, southern Thailand, and in other Southeast Asian

countries.

1.2 The Medium: PEACeXCELS Modules

PEACeXCELS is composed of two flexible learning modules designed for

Southeast Asian school heads.

1) Cultivate Peace in Oneself and Champion the Cause of Peace in

Schools. This enables the school head to develop a sense of peace

and respect for cultural diversity in himself/herself in preparation

for his/her role in promoting and exercising a culture of peace and

respect for cultural diversity in school.

2) Promote Peace and Respect for Cultural Diversity in Schools and

Communities. This covers basic and essential information on how

the school head can lead the school towards becoming an effective

agent for the promotion of peace and respect for cultural diversity.

The PEACeXCELS course objectives are for school administrators to:

• develop a personal sense of peace and respect for cultural diversity in

preparation for his/her role in promoting and exercising a culture of

peace and respect for cultural diversity among school administrators;

and

• lead the school towards becoming an effective agent for the promotion

of peace and respect for cultural diversity.

The PEACeXCELS materials were designed to be self-instructional and

to incorporate adult learning principles. Aside from the print modules,

learners participate in online discussion sessions through chat and

discussion boards with an online expert tutor via learning management

system that makes the course more interactive. Modules in CD and web

formats are also provided.

1.3 PEACeXCELS Trial Run

The pilot run of PEACeXCELS was implemented for Batch 1 from 10

December 2009 to 14 January 2010 with a series of fully online post-

course Revalida held in February 2010. With the successful completion of

the pilot run of the PEACeXCELS learning course, the Center is ready to

roll out and scale up the programme in the countries of Southeast Asia and

other regions.

The PEACeXCELS Batch I Pilot Test had a total of 17 learners representing

six (6) countries, namely: Cambodia, Indonesia, Lao PDR, Malaysia,

Philippines and Thailand. Close to half of the participants (47%) came

from Philippines. There were slightly more males (53%) than female (47%)

participants.

Table 1. Distribution of Learners by Country

COUNTRY NUMBER OF LEARNERSPROPORTION TO THE TOTAL NUMBER OF LEARNERS (%)

Cambodia 2 11.8

Indonesia 2 11.8

Lao PDR 1 5.9

Malaysia 2 11.8

Philippines 8 47.0

Thailand 2 11.8

TOTAL 17 100.00

Source: PEACeXCELS Technical Evaluation Report, Research Studies Unit, 2011

The learners, in general, performed well during the course, attending chat

sessions and submitting the required assignments on time. Most of them

successfully completed the course, with 88.24% of the learners receiving a

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passing grade. Only two learners (11.76%) were not able to complete the

course requirements.

Table 2. Summary of the Learners’ Ratings for PEACeXCELS

LEARNER CLASSIFICATIONNUMBER OF LEARNERS

PERCENTAGE OF LEARNERS (%)

Learners who received a final rating of A (Excellent)

7 41.18

Learners who received a final rating of B (Passed)

8 47.06

Learners who received a final rating of C (Deficient)

2 11.76

TOTAL 17 100.00

Source: PEACeXCELS Project Completion Report, Flexible Learning Solutions Unit, 2011

The learners likewise showed marked improvements in their self-

rated competency levels. A comparison of their pre- and post-module

competency self-assessment ratings revealed that most of the participants

reported achieving an “expert” mastery level on a majority of the

competencies for each module, an improvement from the “practitioner” or

“apprentice” level they reported prior to taking the modules.

2. PEACeXCELS Evaluation Framework

Effective programme evaluation is a systematic way to improve and

account for policy decisions and actions that involve procedures that

are useful, feasible, ethical, and accurate. It is the holistic examination

of an instructional programme including its environment, client needs,

procedures, and instructional outcomes.

The PEACeXCELS Programme Evaluation was undertaken to achieve the

following goals:

• to produce evidence-based information on the quality, effectiveness

and relevance of the PEACeXCELS course among the Southeast

Asian School Heads;

• to produce valid comparisons of PEACeXCELS delivery and client

preferences on PEACeXCELS course offering in the Southeast

Asian countries;

• to describe areas for growth and improvements so that the

programmes can be effectively duplicated/replicated in more

countries and regions; and

• to determine the appropriateness of the content and relevance of

PEACeXCELS learning packages to school heads in Southeast Asia.

To achieve the abovementioned evaluation objectives within a very limited

timeframe, the evaluation team utilized the following tools:

1) PEACeXCELS End-of-Course (EOC) Evaluation;

2) Post-course focus group discussions (FGDs) with groups of learners

and officials from the Ministry of Education in Cambodia, Malaysia

and the Philippines; and

3) In-depth interviews with selected learners from Cambodia, Malaysia

and the Philippines.

Results obtained from key informants and respondent-learners formed part

of this report. Selected case studies on PEACeXCELS were collected in the

Philippines.

Figure 1. PEACeXCELS Programme Evaluation Design

Planning forPEACeXCELSEvaluation

Stage 1

Data-Gathering(Post-course FGD and Kll with learners)

Stage 2

Reporting Results-End-of-course EvaluationRapid Assessment of PEACeXCELs Program

Stage 3

Source: Research Studies Unit, SEAMEO INNOTECH, 2010

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The PEACeXCELS programme evaluation involved three stages: 1)

Planning Stage, 2) Data Gathering and 3) Reporting Results. The first stage

involved the preparation of the PEACeXCELS evaluation design and the

development of timetables. The technical committee reviewed the research

tools for data-gathering and provided suggestions on the instruments

developed by the RSU Head. It also involved pilot testing of instruments

on the learners from the Mindanao Region.

Upon finalization of the research tools, phase 2 began. Data gathering

activities were held. The End-of Mission and End-of Task Reports were

gathered and analyzed for inclusion in the Final Report preparation.

The evaluation results from the rapid assessment were integrated as the first

part of the Technical Report of the PEACeXCELS course, an end-of-course

evaluation report. This report was given to the SEAMEO INNOTECH

Flexible Learning Solutions Unit (FLSU) for improvement of the

PEACeXCELS programme.

2.1 Population

This evaluation report covers the 11 learner-respondents who assessed the

course using the End-of-Course assessment tool. However, a more in-depth

analysis of the application and impact of the PEACeXCELS course on

the learners’ school environment necessitated the use of case studies. The

case studies conducted involved two learners from Southern Philippines.

They represent the following schools: 1) Kiburiao Elementary School

(Bukidnon) and 2) Kalinaw-Kalilintad Integrated Peace School (Lanao del

Norte). These two learners served as principals of their respective schools

and were chosen over the other learners who were vice-principals, Ministry

of Education officials or teachers. As school heads, the probability that

they would be able to implement the action plans that were crafted during

the PEACeXCELS course, was higher. In addition, the schools these

two represent are situated in a region that has a long history of conflict.

Featuring these two in the current report provides an opportunity to

showcase attempts by the people to resolve conflict peacefully in Mindanao

as it affected their schools and communities.

3. Key Findings

3.1 The Effectiveness of the PEACeXCELS Course

The PEACeXCELS course used time-tested assessment methodologies to

monitor and evaluate learner progress. Prominent among these were the

End-of-Course (EOC) Evaluation Tool and the validation tool used in the

focus group discussions (FGD) and key informant interviews (KII).

The learners’ overall rating for the course covered five dimensions. The

average mean rating is 3.74 or very effective. All course dimensions

gathered a rating of very effective: 1) instructional design and delivery; 2)

assessment and evaluation of learners learning; 3) iFLEX organization and

design; 4) flexible learning tutors; and 5) learner support and access to

media resources.

Table 3. Overall Ratings by PEACeXCELS Course Dimension

Course DimensionAverage Mean Rating

Proportion Of Positive Responses (%)

Qualitative Description

A. Instructional design and delivery 3.75 100% Very Effective

B. Assessment and evaluation of learners learning

3.69 100% Very Effective

C. iFLEX organization and design 3.83 100% Very Effective

D. Flexible learning tutors 3.74 100% Very Effective

E. Learner support and access to media resources

3.70 100% Very Effective

OVERALL COURSE RATING

3.74 100%VERY EFFECTIVE

Source: PEACeXCELS Technical Evaluation Report, Research Studies Unit, 2011

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4. Case Study of Selected Learners’ Implementation of PEACeXCELS Lessons

The case studies presented herein were designed to complement the findings

from the analysis of the EOC ratings. These were aimed at gaining insights

into how the school heads fared in implementing peace-related changes in

school after attending the PEACeXCELS course.

These case studies cover two school head graduates of the PEACeXCELS

programme who made use of the lessons and insights gained from the

course. The two schools are Kiburiao Elementary School and the Kalinaw-

Kalilintad Integrated Peace School. The two PEACEXCELS learners

initiated school peace advocacy programmes which are documented in

this report. These two principals represent different generational and work

experience. A brief profile of these two learners is presented below.

Ms. Merlinda B. Temario. Ms. Temario is the former principal of

Kiburiao Elementary School in Bukidnon. She was the head when the

PEACeXCELS course was conducted in 2009. She was then appointed as

the principal of Dangcagan Central Elementary School and was previously

awarded as the most outstanding principal in 2008. Ms. Jona B. Preagido

is the principal of Kalinaw-Kalilintad Integrated Peace School in Lanao

del Norte. Prior to becoming its principal in 2009, she was an elementary

school teacher in two other schools in Lanao del Norte.

4.1 Kiburiao Elementary School Peace Advocacy

4.1.1 Community and School Profile

Kiburiao Elementary School (KES) i s a complete publ ic

elementary school situated in the

northern portion of Quezon, a

first-class municipality at the

southern part of the province of

Bukidnon (it means “mountain people”). To go to this school, the only

means of transportation is by land via public or private transportation. The

bus company plying the route Cagayan de Oro City to Davao City and

vice versa is Bachelor Express/Rural Transit.

The Municipality of Quezon has

large chunks of fertile plains,

inland valleys, virgin forests,

ro l l ing hi l l s , and mountain

ranges. Kiburiao became one of

the barangays (village) of Quezon

Municipality on 19 June 1971

by virtue of Republic Act (R.A.)

4902. It comprises 14 political sections called “Purok.” Ethnic groups

included among its people are the Manobo, Boholano, Bisaya, Tagalog,

Cebuano, Leyteno, Camiguinon, Ilocano, Ozamisnon, and Zamboangeno.

The latest population as of September 2011 is 4,684. Out of this number,

40 belong to the indigenous group called Lumad.

Although Kiburiao consists mostly of rolling areas, it has promising

agriculture and trade. It has a total

land area of 2,674.24 hectares.

Abundant agricultural crops

harvested in this barangay are rice,

corn, sugarcane, bananas, cassava,

coconut, rubber, and fruits. Small

store establishments can be found in the area. It also has a secondary school

besides KES. KES offers complete basic elementary education following the

Basic Education Curriculum as mandated by the Department of Education

(DepEd). The learning areas in English, Math, Filipino and Makabayan1

1) Makabayan is an integrated subject composed of Social Studies, Home Economics and Livelihood Education, Music, Arts, Physical Education and Health, and Character Education. It aims to provide practical knowledge, life skills, and appreciation of the Filipino culture.

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are offered in grades I and II classes. Aside from these major subjects,

Science and Health, HEKASI (Heograpiya, Kasaysayan at Sibika)2 , and

MSEP (Musika, Sining at Edukasyong Pangkatawan/ Music, Art and

Physical Education) are also offered in grades III to VI classes.

School Vision and Mission

KES community envisions “a performing elementary school that provides

quality basic education and alternative learning system for learners

equipped with knowledge, life skills, values and conscious of their cultural

roots thereby producing globally competitive individuals.”

KES mission is “to educate all school age children and out-of-school youth

in an equitable and accessible learning environment through an innovative

and culture-sensitive elementary school curriculum by competent teachers

and service-oriented educational leaders.”

To realize this mission, one of the plans of the school is to adopt five

malnourished school children in every grade level. This is being undertaken

to counter the growing number of school children who are suffering from

malnutrition, a problem that is prevalent among public school children not

only in Kiburiao but all over the country.

At present, the school has 26 functional classrooms, 8 of which need minor

to major repair and repainting due its present state and condition. With the

help of the Parent-Teacher-Community Association (PTCA), it also plans

to install water pipelines and faucet to effectively implement the School

Health Package Programme for school children.

2) HeKaSi is the combination of Geography, History and Civics in the Department of Education’s Social Studies curriculum.

K E S a d v o c a t e s t h e C R C (cleanliness, respect and courtesy)

Programme. Waste segregation is

b e ing p r a c t i c ed in s id e th e

classrooms and within the school

premises utilizing color-coded

waste bins and drums. Promoting

a harmonious relationship among

school stakeholders, teachers, pupils, and administrators is being

emphasized not only in the classrooms but also during school and

community meetings to create a culture of respect, love and courtesy.

The school enrollment for School Year 2011-2012 is 924. Pre-school

enrollees totalled 152. There is almost an equal proportion of boys (52%)

and girls (48%). They are being cared for by 24 teachers and the principal.

School and Community Ordinances

Kiburiao is generally a peaceful place according to the members of

the Barangay Council. There was only one incident in 2009 when the

insurgency group New People’s Army (NPA) passed by the community

main road and encountered government military forces. There were armed

fire exchanges that lasted for a day, although no civilians were hurt. The

leader of the NPA surrendered to the current Barangay Captain who was

once an NPA himself. He served as a peace negotiator between the two

groups.

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At present, the Council members monitor their constituents to follow

the law and ordinances in order to maintain the peace and order situation

in their community. The Council members see to it that the youth are

protected against vices by creating ordinances such as prohibiting them

from drinking hard liquor and also prohibiting store owners to sell these

hard drinks to the youth. They are also implementing a 10:00 PM curfew

for the youth in the barangay. The members of the Barangay Council and

the Civilian Volunteers Organization (CVO) are authorized to confront

and bring children and youth inside the school if thay are caught outside

the school premises when they are supposed to be attending their classes.

The CVOs are like Barangay Tanod (village watchers) who can carry only

“baston” (staff ) and are not allowed to use guns. The Council does not

allow the youth to form “gangs” in order to protect them from physical

abuse that is sometimes inflicted on new gang members.

School and Community Programmes

In the pursuit of a culture of peace, efforts were undertaken to address

poverty as a form of structural violence. Commitment to peace becomes

mere lip service if the rights of the people are systemically violated by

structures in society that deprive them of their basic freedoms. Since

poverty creates conditions where the ability to meet one’s fundamental

needs is obstructed, community programmes had to be implemented that

will tackle issues that impact on the people’s health and well-being and

on their basic right to achieve a life of dignity. One of these programmes

concerns the undernourishment of many children in Kiburiao, Quezon.

The relationship between good nutrition and educational achievement has

long been established. Children who are not well-nourished tend to be slow

learners. About two years ago, an NGO started this feeding programme in

their community.

Since then, the Council and the school are sustaining this feeding

programme which focused on undernourished children with the help of

community and non-government organization (NGO). They started a

121-day feeding programme in 15 August 2011. At present, about 50

malnourished children are benefitting from this programme. The parents

of these children, most of whom are farm laborers, can now concentrate on

their work or on finding decent work.

The PTCA plans to construct a water system for the school since the stairs

going to the source of water are too high and dangerous for children and

school staff. This project would benefit the school and the community as

well.

Being a PEACeXCELS Scholar

Ms. Merlinda B. Temario was chosen by DEpED as one of the scholars

for the PEACeXCELS Programme of SEAMEO INNOTECH on 30

September 2009. One significant insight that she learned from the

PEACeXCELS Course was the need to review and revise the school policies

to reflect peace as an educational goal. Moreover, she learned how to draft

school policies that support peace activities and promote appreciation of

cultural diversity. As an integral part of her role as school administrator, she

familiarized herself with the characteristics of peace-responsive policies and

how to evaluate its implementation and operationalization in school. At the

end of the course, she acquired knowledge and skills on how to promote

her school as a zone for upholding peace and intercultural understanding

which she would use in conducting activities to help teachers, learners, staff,

and even community members to value peace and work towards achieving

it. This was consistent with her post-module self-rated competency

levels which have improved to “expert” mastery level on all identified

competencies in both modules.

Indeed, she was able to build a strong relationship with her teachers and

gained the support of school stakeholders who helped her sustain the

programme for peace. She realized school is where the seeds of a “Culture

of Peace” take root and get nurtured in the hearts and minds of the young

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learners. She believed that schools could be one show window of peace,

with principals and teachers as role models. Her role as a school leader is

integral in helping the young people learn how to deal with conflict non-

violently by providing them with information, values and skills that they

need to help them build a culture of peace.

To provide the teachers with opportunities to discuss and internalize the

concepts, values and skills, Ms. Temario undertook several activities:

1) An educational tour was conducted to strengthen the camaraderie

among teachers. This activity provided the teachers a time to enjoy,

relax and learn from their experiences. Ms. Temario believed that if

teachers are happy, their outlook toward their work would be positive

and by the time they would be oriented with the programme that

would be imposed in school, they would be willing to cooperate and

take active part in the implementation of the programme.

2) A workshop was designed for the teachers to train them on how to

manage conflict, challenge stereotypes, and begin their journey as

peace builders.

3) A regular meeting-discussion with teachers was organized regarding

diversity-related issues.

Accomplishing Her Action Plan On 4 January 2010, Ms. Temario

called for a meeting with her

teachers to discuss how peace and

respect for cultural diversity can

be integrated in their lessons. She

presented her lesson plans to the

teachers and shared her learnings

on peace education. She highlighted their significant role in protecting the

children’s rights to education. The teachers were taught to prepare their

lesson plans using the various strategies for promoting peace and respect for

cultural diversity. Such peace education initiatives were welcomed by the

teachers positively. They gave good demonstration lessons and were well-

motivated and determined to promote peace in school and implement their

action plans on peace in their respective classroom with the supervision of

their school head.

As one of the peace advocates in the i r d iv i s ion , Ms . Temar io

introduced the Courtesy, Respect

and Cleanliness (CRC) Advocacy in

her school throughout SY 2009-

2010. She and her fellow teachers

served as models to their pupils and

to the people in Kiburiao community in promoting peace and respect for

cultural diversity. The development of teamwork-building consensus, skills

in negotiation, and conflict resolution were also observed.

The following were some of the reflections shared by the teachers on the

“Principles of Peace”:

• I will now always integrate peace in every subject I teach. I will

promote harmonious atmosphere

in the classroom so I could

encourage and motivate the

pupils to learn.

• In understanding and respecting

the beliefs, attitudes, and tribes of my pupils, I will give them equal

opportunity in school activities to promote peace and respect their cultural

diversity.

• As a teacher I must know and adhere to the behavior management

techniques for learners with behavioral problems. I should use appropriate

procedures and be careful with my actions when dealing with them. I

should show compassion and caring attitudes. It is a great achievement

on my part if I can create a healthy psychological climate by providing

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activities that encourage respect and free expression of ideas.

4.1.2 Peace-related Programmes and Activities

Workshop on Principles of Peace. The workshop conducted by Ms.

Temario on 21 January 2010 was very successful. There was reportedly a

transformation of values among the teachers and a change in their attitudes.

The activity on self-analysis to reflect the teacher’s strengths and weaknesses

are still being undertaken once in a while during teachers’ meetings.

According to them, sharing of good and bad experiences within a small

group helps them ease their pains. They have become closer to each other

and have prevented misunderstandings because the sharing resolved

minor conflicts among teachers. Teamwork is also being promoted. The

camaraderie among teachers also improved after the teachers’ participation

on the educational tour.

Coordinators of Zones . The principal assigned her teachers as

coordinators for each of the 14 purok

(zones) of Barangay Kiburiao, who

would spearhead and coordinate the

different peace-related activities such

as the nutrition and cleanliness drives. The teacher coordinators served as a

source of information and as advisers of their respective zones. Parents were

also advised to monitor their children on the use of cellular phones and to

screen what their children watch on televisions and movies, especially those

that deal with violence, sex and scandals. They brought this out during

homeroom meetings with parents and during their regular purok

visitations. Because of this initiative, it is now easier for the teachers to ask

parents to attend PTCA meetings and participate in the activities of the

school. Before asking contributions from parents is difficult, but now

parents who cannot give monetary donations even volunteer themselves as

laborers if there is a need for school construction activities. Teachers also

encourage male parents to volunteer as CVOs who would monitor

gambling among children and youth.

Peace Corners. In one corner of every classroom in KES, one will find

a “Peace Corner” that showcases different sayings related to peace. The

meaning and importance of these sayings are explained to the pupils.

Integration of Peace Values in Every Subject Area. Peace values

are integrated in every subject and

in all the activities in order for the

pupils to learn and practice these

values in their lives. During classes,

the students are given situations for

them to think of solutions that will promote peace. The lessons on respect

for cultural diversity allow discussions on respect for other religions and

cultural practices. Students are encouraged to ask their parents to be

involved, making them part of the peace-promoting activity as well.

According to some teachers that were interviewed, there are still a number

of children who are naughty and disrespectful toward them, but majority of

the school children have learned and practice the peace values being taught

in school. It is now easier for the teachers to discipline their pupils.

School Activities Promoting Cultural Differences. The school celebrates

the Linggo ng Wika (Language Week); “Christmas” for the Christians and

“Ramadan” for the Muslims. During the community fiesta, the Council

gave a Recognition Certificate to the Datu (Chieftain) of the Lumad

indigenous group to recognize their contribution to Barangay Kiburiao.

Sports Activities for School Children. Sports activities are organized

in KES to promote peace and serve as vehicle for team-building and

friendship games among students in different zones. In order to encourage

out-of-school youth to attend these activities, the participation is not only

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4.2 The Kalinaw-Kalilintad Integrated Peace School (KKIPS):

A Case Study

In a fourth-class municipality somewhere in the southern part of

Lanao Del Norte lies a small

school which has the tough task of

living up to its name. The Visayan,

Maranao and English terms for

peace grace the school’s name, and

serve as deliberate and persistent

reminders for the students, teachers and administrators of the school, as

well as members of the community, that peace -- while elusive and

challenging -- is a goal that should be patiently pursued and striven for. The

goal is not an easy one to commit to, but more so in an environment where

the children carry a history of abandonment, violence, or poverty. The

Kalinaw-Kalilintad Integrated Peace School (KKIPS) is one such

environment where the orphans, survivors of armed conflict, displaced and

abused children and those with disability from the poor Muslim, Christian

and indigenous groups have gathered together to study and to come to

terms with their past and themselves in an atmosphere of acceptance and

peace.

4.2.1 The Context

The Kalinaw-Kalilintad Integrated Peace School (KKIPS) is located

in the agricultural municipality of

Kapatagan, considered as one of

the rice granaries of the province

of Lanao del Norte. According to

the 2000 census, it has a total

population of 42,783. Conflicts

between Muslims and Christians, between insurgent groups and the

military have occurred and continue to occur in these areas, causing many

limited to the school children.

Drums and Lyre Group. The teachers also organized a drum and lyre

group for children with musical talents since music soothes the soul and is

an effective instrument to promote peace. This drum and lyre group joins

parades during school and community celebrations.

Homeroom Meetings with Parents and Use of Anecdotal Records.

Homeroom meetings with parents become a regular activity for teachers

to discuss with the latter their children’s progress or the lack of it. They

made use of anecdotal records that documented every child’s activities in

school. Parents sign these records to signify that they were informed of

their children’s activities. The meetings and records help both teachers and

parents to develop communication ties with the pupils and to minimize

conflicts.

Recollection during Graduation. In 2011, the school organized a

“Recollection Activity” where they invited a religious person to facilitate

a talk with their grade six graduating pupils who are composed of both

Catholics and non-Catholics. According to the teachers interviewed this

inter-faith activity really made an impact on the pupils. After the session,

they realized their mistakes to their parents and other people close to

them. They decided to make this a regular experience for the graduating

elementary pupils.

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35302520151050

Figure 2. Number of Students per Grade Level (by gender)

Source: Kalinaw-Kalilintad Integrated Peace School, September 2011

4.2.2 The Principal and the PEACeXCELS Programme

When Jona Preagido, took on her f i r s t a s s i g n m e n t a s s c h o o l

principal, she could not have

prepared herself for the challenges

that lay ahead. With no previous

experience as a school head, she

had to manage a school that had

barely little to begin with and has

quite a number of students whose psychological state is troubled. As Ms.

Preagido and the other teachers have noted, many of the children tend to

be overly sensitive, irritable, lacking in focus or slow in comprehension. The

principal and the teachers understood that these behavioral and emotional

problems are the product of their past experiences and difficult

circumstances. Some of the students’ background can be gleaned from

Table 4.

of its residents to be displaced, lose their homes or flee to other places. The

siege of Kolambugan and Kauswagan, both neighboring municipalities, are

two of the infamous incidents a few years ago that saw many civilians

caught in the crossfire between the military and Muslim separatists.

Families have had to send their children to study in other places not

affected by the skirmishes, fighting’s, and even clan wars.

It is against this backdrop that the KKIPS was created. The school

was established with the vision of

becoming a model area where

Muslim, Lumad and Christian

students and teachers can learn

and work together, inspired by the

belief that education is the key to

attaining peace. Thus in 2009, the

school began to operate, initially

as part of the Kapatagan East

Central School. On 10 June 2010,

the school was formally opened on

a 2.1 hectare land that was formerly a rice field. It was donated by virtue of

Resolution no. 12 s.2009 of the Federated Parent-Teacher Association

(FPTA) officers 2009-2010 of Kapatagan East Central School.

Back then, no school buildings existed. They make use of makeshift huts as

classrooms without chairs. Until the newly constructed buildings are turned

over to the school administrators, the setup remains the same for the 325

students and 13 teachers of the school. Close to a quarter of the students

(23.4%) and teachers (23.1%) are Muslims. There are more male than

female students (See Figure 2).

25 2529

1619 20

29

14

2119

21

13 15 1513 13

108

Kindergarten

Grade1 Grade2 Grade3 Grade4 Grade5 Grade6 1st yr HS 2nd yr Hs

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4.2.3 Impacts of the Programme

According to Ms. Preagido, the echo PEACeXCELS training infused

knowledge, skills, and hopeful attitude in the school teachers. In the

months that followed, changes in policies, lesson plans and student

behaviors began to manifest.

School policies were drafted and revised. The principal convened a

committee composed of teachers, the Parent-Teacher Association, and the

student body organization which was tasked to craft school policies in line

with the school’s vision. This led to policies such as planting a tree for every

violation, and establishing a peace corner in every classroom where students

can resolve their differences and where fellow students are envisioned to act

as mediators between their feuding classmates. There is also the Restorative

Circle being employed as a strategy to resolve conflicts between students,

where parties are enjoined to face each other and talk intently as a teacher-

facilitator looks on. Moreover, the policy of suspension and expulsion of

students has not been included in the list of rules. It was believed that self-

discipline is still the best type of discipline to instill in children. Also, this

severe punishment for misdemeanor deserves further study before getting

implemented, according to the school principal.

Peace concepts and ideas were integrated in the lesson plans.

Initially, the teachers were at a loss

as to how peace can be part of

every subject. The training-

workshop conducted by Ms.

Preagido helped them realize that

peace necessitates a broader

framework that goes beyond good manners and right conduct. The lesson

plans developed were monitored and checked regularly by the principal.

The teachers’ confidence in managing conflicts has increased. The teach-

Table 4. Background of Some Students by Grade/ Year Level: 2009-

2010

Grade/ Year Level

OrphanDisplaced/ Broken

FamilySurvivors of Violence/ Armed

Conflict

2009 2010 2009 2010 2009 2010

Kindergarten 0 3 3 5 1 1

Grade 1 4 5 11 5 9 5

Grade 2 2 3 7 10 1 4

Grade 3 4 2 3 6 0 5

Grade 4 3 2 6 5 8 3

Grade 5 1 3 2 6 2 4

Grade 6 0 1 3 11 1 7

1st Year n/a 3 n/a 5 n/a 7


To help perform her myriad of duties, Jona Preagido went through a

number of trainings, particularly peace-related ones. She performed very

well in the course where she received a final grade of A. Her self-rated post-

module competency levels also improved from a “practitioner” level to an

“expert” one.

As one of the requirements of the course, Ms. Preagido prepared an action

plan that would entail conducting a training-workshop where the principal,

with assistance from the division peace coordinator and the district

guidance coordinator, would re-echo to the teachers what she learned from

the PEACeXCELS course. This training-workshop was eventually carried

out in the summer of 2010, participated by the teachers of KKIPS. The

one-week workshop combines lectures and activities that reflected the

concepts shared during the PEACeXCELS course. The peace concepts and

ideas that the teachers learned from this training-workshop were aplenty,

but the ones that proved to be most salient among them were the need to

cultivate peace in oneself, the promotion of a culture of peace and respect

for cultural diversity through school policies, and the integration of peace

concepts into the curriculum.

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the different religions’ perspective. Having gained a better understanding

of other religions allow the teachers to adopt a more open-minded attitude,

and to impart and share varying ideas to their students.

Table 5 shows a decline in the number of cases of recorded misconduct

while Table 6 shows a slight increase in the Mean Percentage Scores in all

subjects.

Table 5. Record of Students’ Misconduct (2009-2011)

Grade Level

Cutting of Classes

Tardiness BullyingViolation of Other

School Policies

2009-2010

2010-2011

2009-2010

2010-2011

2009-2010

2010-2011

2009-2010

2010-2011

Kindergarten 1 0 2 2 2 1 5 4

Grade 1 4 3 5 4 2 1 9 7

Grade 2 5 4 6 5 3 1 8 6

Grade 3 3 5 6 5 3 1 9 7

Grade 4 9 5 6 5 2 1 8 7

Grade 5 7 5 15 8 9 5 7 3

Grade 6 10 6 20 9 10 4 9 6

1st Year n/a 4 n/a 4 n/a 2 n/a 6

TOTAL 39 32 60 42 31 16 55 46


Table 6. Average Mean Percentage Score per Subject (2009-2011)

Grade Level

English Math Science Filipino Makabayan

2009-2010

2010-2011

2009-2010

2010-2011

2009-2010

2010-2011

2009-2010

2010-2011

2009-2010

2010-2011

Kindergarten n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Grade 1 64.25 64.75 62.25 63.5 n/a n/a 61.5 62.25 70.36 71.0

Grade 2 66 66.5 65.75 66.25 n/a n/a 70.75 71.25 68.88 69.8

Grade 3 68.25 69 68.75 69 68.25 68.75 70.25 70.75 71.38 72.06

Grade 4 63 63.75 63 63.25 59.25 60 61.5 70 68.5 69

Grade 5 61.25 61.75 64.75 65 62.25 62.75 67.75 68.25 69.63 70.33

Grade 6 64.25 65 57.75 58.25 57 57.5 65.75 66.25 70.5 71

1st Year n/a n/a n/a n/a n/a


ers used to complain about their students, not knowing how to handle

children’s emotional and behavioral problems. Since then, the principal

observed that there has been a marked improvement in the teachers’ belief

and ability to manage conflicts involving children.

Students’ academic performance and behaviors improved. The

children have generally shown

improvement in how they conduct

themselves in relation to other

children, in how they perceive

themselves in class, and in how

they perform academically. There

is a belief that children may have

been getting better because the

sense of security and acceptance

that pervades the school, as well as

the kind and supportive attention

that each student receives from the

teachers and administrators, have allowed them to gradually overcome their

insecurities or disinterest in school. As the teachers surmised, “When we

teach the peace lessons in school, all the children are being included in the

discussion. There is real participation. In the other schools, the focus is

more on academics. Whoever excels are the only ones included. That is not

the case in our school. We go deeper on the emotional level. Since the child

is shy, we urge him/her to stand up. Eventually, step-by-step, they begin to

raise their hands. We boost their confidence.

The children have been benefiting as well from the teachers’ meaningful

discussions during their weekly meetings. The teachers have Friday sessions

where they gather together to discuss a topic of choice and where speakers

from different fields and religions were being invited to share their thoughts

and ideas. These sessions became an opportunity for open discussions about

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be getting old and only a few chairs are available. The principal, however,

mulls over the possibility that the absence of chairs in the makeshift class-

rooms may actually be benefiting the students. The dynamics of interaction

inside the classrooms becomes more interactive and free-flowing when chil-

dren are sitting on the floor together. The addition of chairs may actually

serve more as a hindrance to learning because of its territorial suggestions.

This, however, deserves further study, according to the school head.

Need for More Peace Champions. With the looming retirement of the

school’s acknowledged founder and champion in the person of the Schools

Division Superintendent, Dr. Maria Luisa Mutia, there is apprehension

about the future of the school and the sustainability of its programmes.

The PEACeXCELS course was only a four-week course but the impacts

on the school head, the teachers and the students would prove to be much

longer and hopefully more lasting. One of the strongest lessons to be

reinforced throughout all these is that peace starts from within. With this

in mind, there has been much “unloading,” with teachers sharing personal

concerns and issues to each other and re-examining their attitudes and

prejudices that tend to impact much on the teaching-learning process and

on the school’s culture. As the world peace anthem has made plain, “peace

begins with me” – and the school head and her teachers are striving their

best to stay true and committed to it.

5. Summary and Recommendations

5.1 Summary

The PEACeXCELS programme brought together school heads in the

Southeast Asian region to learn and be mindful of Peace Education. It

offers a well-developed set of modules that guide the learners along the way.

Two flexible learning modules designed for Southeast Asian school heads

were adopted and utilized:

1) Cultivate Peace in Oneself and Champion the Cause of Peace

The community’s resolve in promoting peace and living up to its

ideals has become stronger. The existence of the school serves as a

constant reminder to community members that harmony and unity are

attainable ideals amid diversity. Despite differences in ethnic and religious

backgrounds, this has not deterred the children, teachers and staff from

learning and growing together. It has inspired them to re-evaluate, and even

dispel, their long-held stereotypes about other social groups. They realize

that living together as a peaceful community is no longer a farfetched

possibility.

4.2.4 Challenges Faced

In sustaining the gains that were achieved, the principal found a

need to address a number of

challenges, some of which are:

Difficulty of Being a Consistent

Peace Advocate. For the principal

and the teachers, one of the

greatest challenges they faced was the struggle to become a consistent peace

advocate, particularly during trying moments when one’s patience was

being severely tested. They needed to remind themselves all the time what

they believe in and what they are fighting for, in order not to stray away

from the approaches and framework consistent with peace. Being in a peace

school demands integrity, patience and determination.

Lack of Resources. The school continues to suffer from the scar-

city of materials and facilities that

would further facilitate the teach-

ing-learning experience. Books

and other school items are not suf-

ficient. The makeshift huts might

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5.2 Recommendations

5.2.1 Recommendations on PEACeXCELS Course

• There is a need for follow-up activities such as the implementation

of the action plans developed by the PEACeXCELS learners. There

could be a study visit to the sites to check on what the learners have

accomplished in terms of the implementation of action plans; and

• Internet connectivity should be improved. There were disruptions in

classes due to slow internet connection. If possible, during the final

revalida, a webcam could be provided to further verify if the learners

are the ones answering the questions. There may be a need to review

the mode of delivery to allow for a face-to-face revalida process.

5.2.2 Recommendations on PEACeXCELS Implementation

• The activities cited by the teachers made them realize that promoting

PEACE is really important not only for the school and community

but most importantly on themselves as individuals. They realize that

as teachers, they should learn how to manage conflicts and make

appropriate adjustments when dealing with their pupils, the parents,

the community, and their co-teachers. When imposing rules, they

should be strict in implementing it. They should avoid instilling

anger, scolding, or intimidating their pupils. When they love

themselves and their work, everything will fall in its proper place and

peace will dwell among them.

5.2.3 Recommendations from Local Government Units

(LGUs)

• Everyone in the community should work together to attain peace;

• Parents should volunteer as CVOs to help maintain the peace and

order in the barangay (village); and

• Assistance is needed for the school to finance the salary of a school

guard.

in Schools. This enables the school head to develop a sense of

peace and respect for cultural diversity in oneself in promoting and

exercising a culture of peace and respect for cultural diversity in

school; and

2) Promote Peace and Respect for Cultural Diversity in Schools

and Communities. This covers basic and essential information

on how the school head can lead the school towards becoming an

effective agent for the promotion of peace and respect for cultural

diversity.

The PEACeXCELS evaluation was conducted after completing the course

at SEAMEO INNOTECH. The conduct of such led to an end-of-course

evaluation report and case study development. Feedback on the modules,

the flexible learning tutors, and the infrastructure were provided to the

FLSU for the improvement of the PEACeXCELS programme.

To look further into how the programme has impacted the learners and

their students, the Research Studies Unit conducted case documentation of

selected learners from two schools: 1) Kiburiao Elementary School; and 2)

Kalinaw-Kalilintad Integrated Peace School.

Both cases attest to how the PEACExCELS programme impacts on the

school head, the teachers and the students. One of the strongest lessons to

be reinforced throughout all these is that “peace starts from within”. For

the principal and the teachers, one of the greatest challenges they faced

was the struggle to become a consistent peace advocate, particularly during

trying moments when one’s patience was being severely tested. They needed

to remind themselves all the time what they believe in and what they are

fighting for, in order not to stray from the approaches and framework

consistent with peace. Being in a peace school demands integrity, patience

and determination from them.

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5.2.4 Recommendations from the Teachers

• Revision of the Child-Friendly Policy that would still allow teachers

to discipline their pupils who are disrespectful toward them;

• Promotion of visual materials and ICT equipment for teaching to

allow children to cope with the worldwide changes; and

• Increase the use of reading materials. Books should be on a one-to-

one proportion (1 book: 1 child).

5.2.5 Recommendations from the Principals

• School administrators need more information about peace

implementation. They should be open to peace programmes in order

to sustain these in schools and communities; and

• There should be an evaluation and monitoring of peace programmes

implementation. The school visit of SEAMEO INNOTECH staff to

KES is one example of showing interest in the school’s activities on

promoting peace. The KES pupils and teachers were excited and the

school administration really looked forward to this event to show off

their activities on how they advocate on peace.

I. Competency Framework for Southeast Asian School Heads

Appendix

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Field Visit

On behalf of APCEIU, Ms. Supatra Ponpiboon, Junior Programme

Specialist of the Education and Training Team, undertook a field visit to

Kalinaw-Kalilintad Integrated Peace School (KKIPS) in Kapatagan, Lanao

del Norte province in the Philippines. The visit was held from 17 to 20

November 2011 to carry out the following missions: 1) to confer the EIU

Best Practices Award to SEAMEO INNOTECH, 2) to visit the school

from the case study, 3) to provide guidelines on finalizing the report, and 4)

to have an in-depth interview with the principal, teachers and students as

well as to discuss how to further enhance the EIU-related activities.

▲ Group Photo (from left to right): Ms. Elaissa Marina Mendoza (Senior Associate of SEAMEO INNOTECH), Ms. Supatra Ponpiboon (Junior Programme Specialist of APCEIU), Mrs. Jona B. Preagido (Principal of KKIPS), 1st Lieutenant Francis Damian (Commanding Officer) and Ms. Rasmila

M. Cosain (Designated Guidance Counselor of KKIPS)

36APCEIU



▲ Conferring the EIU Best Practices Award to SEAMEO INNOTECH representatives from Research Team.

no. 2 3 peace education for school leadership: a case study of

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